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SNHS Problem of Practice
 

SNHS Problem of Practice

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    SNHS Problem of Practice SNHS Problem of Practice Presentation Transcript

    • Hugh Scott IINortheast Leadership AcademyCohort IISpring 2013, NCSU
    •  The school community wanted to emphasize two foundational beliefsfound within our vision statement.• SNHS must create and a safe and orderly school environment in which studentsare free from mental or physical duress.• SNHS must provide opportunities to develop and nurture the growth of studentsas social beings in addition to the intellectual growth and development ofstudents. The idea to develop a peer mediation program was born. In this pilotprogram, student leaders were trained to resolve student conflictsamongst their peers. The evaluation of the program was to measure the effectiveness of theprogram based on the impact of student involvement and leadership inthe school and the reduction of office discipline referrals (ODRs). In this inaugural year, students from the Student CouncilAdvisorycommittee were asked if they wanted to participate by theadministration and guidance counselors. The students who volunteeredwere trained and became our peer mediators.
    •  There were several evaluation questions to measure theimpact of the peer mediation program. Here are a fewof the questions used:• What types of situations were sent to the peermediators? How often did these situations occur?• How do the students referred to peer mediators relateto those with discipline referrals?• In the school environment, what effect has theimplementation of peer mediation had on studentinvolvement?• How many students who were peer mediated acquiredan ODR after the intervention?
    •  Data used to collect this data came from varioussources:• Monthly ODR reports• Mediation Logs/Notebook• Student Surveys
    • Out of 20 mediation sessions conducted during the evaluation period, 10 of thosewere referred and completed through the peer mediation program. Here is thebreakdown of that information.
    •  The most meaningful data to move forward came from thestudent feedback on the program and the follow-up review ofODR data on the referred students.• All referred students responded positively about going throughthe peer mediation process.• 50% of referred students admitted to being hesitant or nervousbefore going through the peer mediation program.• 50% of referred students have not received another ODR for anyreason.• 100% of referred students have not received a referral related tothe mediation incident.• In random polling school-wide polling, most had very little to noknowledge about the peer mediation program.• Counselor hesitancy to refer students to the peer mediationprogram Traditionally a counselor role
    •  I believe the peer mediation is a step in the right direction towardsaccomplishing the mission and vision. I recommend the followingsuggestions based on my evaluation of the program:• Staff development on the peer mediation program Referral process Expectations of peer mediators Expectations of referred students• Review the peer mediation selection process Open up to other student leader groups Staff Recommendations• Continue using seniors, juniors, and sophomores as mediators. Freshmancan begin the program as recorders/observers.• Student education on the peer mediation program during handbook reviewsessions• Refine what types of situations can be referred to the peer mediationprogram• TRY IT!
    • • Very impressed with the professionalism of the peermediators involved in the program. Provide the opportunity for students to grow and theymay surprise you.• This program can be culture-specific.• Through the evaluation process ask: “What do I want to know?”▪ Data “Why is this information meaningful to the evaluation?”▪ Rationale “How can I acquire that information?”▪ Sources